Anne Graham, Tess Boylea, Antonia Canosa, Catharine Simmons, Donnah Anderson and Lyn Gardon
Centre for Children and Young People, Southern Cross University, Bilinga, Australia; bSchool of Psychology, Charles Sturt University, Port Macquarie, Australia; New South Wales Department of Education, Sydney, Australia
ABSTRACT
Background: Despite ongoing policy and intervention efforts,
many Western education systems face the persistent issue of
young people disengaging from school. Young people possess
valuable insights into their lived experiences of school, particularly
regarding what fosters or inhibits their participation and belonging.
However, their perspectives – especially those of students who
struggle with school – are rarely solicited or compared with those
of staff in efforts to improve educational practice.
Purpose: This study explored student and staff perspectives on
participation and belonging practices across ten high schools in
New South Wales (NSW), Australia. It investigated how participation
practices (e.g. having a say, making choices, working collaboratively)
and belonging practices (e.g. connecting with peers and
staff, fostering safety, being respected and included) were understood
and experienced. It aimed to identify the conditions that
sustained these practices, and to examine the changes needed.
Method: Guided by the theory of practice architectures and
recognition theory, the study employed a qualitative case study
design, involving focus groups with 183 students and in‑depth
interviews with 40 staff. Data were analysed thematically.
Findings: While there were differences between students and staff
regarding the perceived frequency and importance of identified
participation and belonging practices, there was consensus about
the importance of collaborative, respectful relationships. Students
emphasised that feeling cared for, respected and valued in their
relationships with staff and peers was a key precursor to belonging
and participation. This was fostered through practices such as being
treated with dignity and equality, being listened to and supported,
and by staff showing genuine interest in students’ lives both at
school and at home.
Conclusion: The findings provide rich insight into the importance
of routine, everyday practices in shaping students’ lived experiences
of participation and belonging. They also underline the
need for close attention to relational practices, in particular those
that prioritise respect, inclusion and collaboration.